Never again!: how the lessons from Auschwitz project impacts on schools in Scotland

As the education for citizenship agenda continues to impact on schools in Scotland, and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government organising its Lessons From Auschwitz Project for Scottish students and teachers until 2011, this study aimed to investigate the school processes by which students were chosen to participate in the Lessons From Auschwitz (LFA) project; examine student and teacher perceptions of the LFA Project; investigate the impact the LFA Project has on student citizenship values and on their schools and communities; and investigate the impact the LFA Project has on teachers

Developing the conditions for education for citizenship in higher education (CiCe network report)

The key questions surrounding education for citizenship in higher education are what is education for, what are universities for, and what values should education systems aim to develop in young people? These raise complex issues. As these are such challenging questions and asthere is little agreement about them, this raises for the public,students, academics and educationists, as many issues as definitiveanswers. Nearly all of us who chose education as a career did so tomake a difference; not just degree results, but to the lives andaspirations of young people and society as a whole. Thus, althoughwe champion the development of critical abilities, the skills ofenquiry and questioning, activity based approaches to learning andthe notion of rights as something to be cherished, this is not in itselfmerely a chronicle. It is to suggest that a mixture of creativecontent, ethos and a participatory, consultative, democratic approachin the framework of macro and micro improvements can lead tobetter, deeper learning and crucially a fairer and more just society

'We don't learn democracy, we live it!' : consulting the pupil voice in Scottish schools

As the education for citizenship agenda continues to impact on schools, there is a need to begin the discussion around examining the kind of initiatives that can push it forward. In Scotland the proposals should, it is argued, permeate the curriculum throughout the school. Yet there is the fear that the responsibility of all can become the responsibility of none. This paper examines, through case study research carried out by the authors, initiatives in schools designed to take forward the citizenship agenda in the light of children's rights. The first two relate to firstly the impact of pupil councils in primary schools and secondly the impact of discussing controversial issues in the primary classroom. The third outlines the impact on values and dispositions of developing more participatory, democratic practice in the classroom. The paper concludes by calling for both more initiatives of this type and more evaluation of their worth

Book review: Teaching the Holocaust in world history: teachers or preachers?

This is a review of the book 'Teaching the holocaust in school history' by Lucy Russell

Exploring cultural perspectives in education

This book explores cultural perspectives in education

Liberal education in a neo-liberal world

This article discusses liberal education in a neo-liberal worl

Mill's On Liberty : a reader's guide

Henry Maitles reviews Mill's 'On Liberty' by Geoffrey Scarre. Published in 2007 by Continuum International Publishing Group Ltd

The development of positive values through a democratic approach to learning

This article discusses the development of positive values through a democratic approach to learnin

Better values? Better attitudes? A case study of an innovative approach to citizenship in a secondary (high) school in the west of Scotland

Education for citizenship is a priority area in Europe. In the Scottish education system, it is now explicit in the major curricular change - A Curriculum for Excellence. This has highlighted the rationale for its immersion in the school curriculum. In most European countries, the proposals as they come down to the schools have 2 main areas to focus on. Firstly, there is the issue of the student voice. Secondly, there is its involvement in the curriculum, suggesting aspects of political literacy, the development of creativity and enterprise in the widest sense, and the development of informed attitudes. In Scotland, unlike some other European countries where it is a subject in its own right, it is expected that citizenship will permeate the curriculum involving all subjects in the school. Thirdly,, there is the understanding of the need for community involvement in the many and varied communities that we belong to. There is a case for giving pupils experience in areas of learning relating to citizenship issues out with the structures of the traditional subject based classroom. Such a method of learning has been attempted in this West of Scotland comprehensive. Research Questions • Examine the programme of citizenship learning put in place; • Is there an impact - in this instance short term --, in promoting positive values and attitudes, of developing citizenship content outwith the traditional structures of learning

Modern studies education

This article discusses modern studies education within Scotland post devolution